Stakeholders' insights on the implementation of synchronous and asynchronous learning in southville 8 elementary school/ Kenneth Jaynne U. Agner, Jieneper O. Dagle, Cindy Joyce Y. Naval [and] Piolo D. Quiban - 2022 - xii, 112 leaves, Illustrations, 28 cm.
Undergraduate Thesis
Summary
This study aimed to determine the insights of stakeholders on the implementation of synchronous and asynchronous. This study was conducted in Southville 8 Elementary School during the year 2020-2021 with the total of 30 respondents comprising selected teachers, parents, and students. To attain the objectives of the study, the researchers formulated questions regarding on the insights on the implementation of synchronous and asynchronous learning.
This study used the qualitative and quantitative study. It involved checklist and interview in order to validate the assumption of their answer to the questions.
After conducting the study, the following findings were obtained.
On the profile of the respondents there were 10 teachers, 10 elementary students, and 10 parents. In terms of sex, for teachers there were 9 females and 1 male; while in parents there were 10 females and for students there were 4 females and 6 males. In terms of civil status, there were 2 teachers who were single while 8 teachers were married while parents there were 8 married and 2 were single. In terms age there were 2 teachers whose age ranged from 20-29 years old: 4 teachers' ages ranged from 30-39 years old; and 2 teachers ages ranged from 40-49 years old, and the remaining 2 teachers ages ranged from 50-59 years old. Meanwhile 1 parent respondents ages ranged from 20-29 years old, and 5 parents ages ranged from 30-39 years old, and there were parents whose ages range from 40-49 years old; 2 parents is age ranged from 50-59 years old. For students there were 6 respondents whose aged were 11 years old and the 4 were 12 years old.
Teachers, parents, and students are the students are the stakeholders involved in the study. Their insights in terms of delivery of instructions earned average means of 4.04, 4.12 and 4.15 respectively which is verbally interpreted as moderately agree. The same verbal interpretation was given by the said participants in terms of assessment of learning with the average means of 4.10, 4.15 and 4.4 respectively. Meanwhile, the stakeholders gave positive insights in terms of outputs, wherein the averages means were 4.67, 4.1 and 4.62 respectively and verbally interpreted as strongly agree.
The school provided online distance learning for learners who have internet connectivity and modular distance learning for learners who do not have
School administrators should create a policy in making module to their respective teachers. Future Researchers this study will serve as springboard to conduct similar study to deepen the results of the present study with consideration to other possible variables.